<![CDATA[Evaluasi pembelajaran merupakan komponen esensial dalam Pendidikan Agama Islam (PAI) karena tidak hanya menilai aspek kognitif, tetapi juga sikap dan keterampilan peserta didik. Penelitian ini bertujuan untuk menganalisis strategi guru PAI dalam mengembangkan instrumen evaluasi pembelajaran pada ranah sikap, pengetahuan, dan keterampilan di SMP Negeri 9 Medan, serta mengidentifikasi kendala dan solusi yang diterapkan. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara mendalam, dan dokumentasi. Subjek penelitian adalah guru Pendidikan Agama Islam yang mengajar di SMP Negeri 9 Medan. Hasil penelitian menunjukkan bahwa guru PAI telah menggunakan berbagai instrumen evaluasi, seperti tes tertulis dan lisan untuk ranah kognitif, observasi dan jurnal sikap untuk ranah afektif, serta penilaian kinerja dan rubrik praktik ibadah untuk ranah psikomotorik. Namun demikian, implementasi evaluasi pembelajaran masih menghadapi kendala berupa keterbatasan waktu, kesulitan merumuskan instrumen yang objektif untuk menilai sikap dan keterampilan, serta terbatasnya pelatihan teknis bagi guru. Upaya yang dilakukan guru meliputi kolaborasi melalui Musyawarah Guru Mata Pelajaran (MGMP), pemanfaatan teknologi digital sederhana, serta pengembangan instrumen secara bertahap sesuai konteks pembelajaran. Penelitian ini menyimpulkan bahwa strategi evaluasi guru PAI telah mengarah pada penilaian autentik dan komprehensif, meskipun masih memerlukan dukungan sistemik dari sekolah dan pemerintah. Learning assessment is an essential component of Islamic Religious Education (IRE) because it assesses not only cognitive aspects, but also the attitudes and skills of students. This study aims to analyze the strategies used by IRE teachers in developing learning assessment instruments in the areas of attitude, knowledge, and skills at SMP Negeri 9 Medan, as well as to identify the obstacles and solutions applied. This study uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. The research subjects were Islamic Religious Education teachers who taught at SMP Negeri 9 Medan. The results showed that PAI teachers had used various evaluation instruments, such as written and oral tests for the cognitive domain, observation and attitude journals for the affective domain, and performance assessments and worship practice rubrics for the psychomotor domain. However, the implementation of learning evaluation still faces obstacles in the form of time constraints, difficulties in formulating objective instruments to assess attitudes and skills, and limited technical training for teachers. Efforts made by teachers include collaboration through Subject Teacher Working Groups (MGMP), the use of simple digital technology, and the gradual development of instruments in accordance with the learning context. This study concludes that PAI teachers' evaluation strategies have led to authentic and comprehensive assessments, although there are still.]]>
